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In this section I am including what I
believe to be the most important pieces of evidence of my teaching
effectiveness--information on student learning. I've organized this
information into several sections: products of learning and
reflections on learning from student evaluations.
Some of the clearest examples of what
students have learned come from the portfolios they have developed
to document their work in the Facilitating College Teaching class.
In spring of 2008, two of the 12 students elected to post their
teaching portfolios on a website (e.g.,
online teaching portfolio
including a
video of teaching), and three others used a
MS Word document with hyperlinks as the format. The advantage of a
digital portfolio is that the author can show the relationship
between elements of the portfolio. For example, a statement of
teaching philosophy can be illustrated with an example of an
assignment or assessment. Video clips of teaching can be used to
demonstrate the relationship between a teaching philosophy,
syllabus, and assessments.
Another example of students' work is
in the detailed
rubrics they develop for assessing
performance of complex skills in the courses they teach.
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I am including the results of the most
recent student evaluations of instruction (SEIs). While I believe
the SEIs are a critical part of assessing teaching, I believe their
valuate is for formative assessment, i.e., to guide the faculty
member to improve the quality of teaching in order to enhance
learning.
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